Though democratic government calls for well-designed and implemented policy, there is surprisingly little expert guidance available for policy makers and politicians. Working for Policy fills that gap, addressing the nature of policy work and offering necessary guidance. The contributors bring together academic and experiential knowledge in their analysis and evaluation of what modern policy makers do in given situations and of how such actions contribute to the policy process. This unique book demonstrates how scholars can help to ensure that policy makers can acquire the skills and knowledge required in governing complex modern societies.
In this wonderfully evocative picture of an urban American high school and its successes and setbacks over the past thirty-five years, Gerald Grant works out a unique perspective on what makes a good school: one that asserts moral and intellectual authority without becoming rigidly doctrinaire or losing the precious gains in equality of opportunity that have been won at great cost.
Grant describes what happened inside Hamilton High (a real school, although its identity is disguised), and how different worlds evolved as the school’s authority system was transformed. After the opening of Hamilton High in the buoyant and self-confident 1950s, the school plunged into a period of violence and radical deconstruction in the late sixties. Grant charts the rise of student power in the seventies, followed by new transformations of the school in the last decade occasioned in part by the mainstreaming of disabled students and the arrival of Asian immigrants. Things got very bad before they got better, but they did get better. The school went from white power to black power to genuine racial equality. Its average test scores declined and then improved. Although test-score means did not return to their former levels, the gap in achievement between the social classes decreased. Violence was replaced by a sense of relative safety and security.
Yet this book is not just a case study. In the second half the author presents a general analysis of American education. He contrasts the world of Hamilton High with other possible worlds, including those at three schools (one public and two private) that exhibit a strong positive ethos. He looks at the way the moral and intellectual worlds have been sundered in many contemporary public schools and asks whether they can be put back together again.
The book is grounded in a creative methodology that includes research by students at Hamilton High, whom Grant trained to analyze life in their school. Later he shared this research with teachers as a means of opening a dialogue about what changes they wanted to make. Grant’s analysis leads to recommendations for two essential reforms, and in an epilogue the teachers who read this hook also tell us what they make of it and offer their own conclusions. Their challenging final words will spur the thinking of educators, policymakers, scholars, parents, and all those who are concerned about our schools today.
Wallerstein explains the defining characteristics of world-systems analysis: its emphasis on world-systems rather than nation-states, on the need to consider historical processes as they unfold over long periods of time, and on combining within a single analytical framework bodies of knowledge usually viewed as distinct from one another—such as history, political science, economics, and sociology. He describes the world-system as a social reality comprised of interconnected nations, firms, households, classes, and identity groups of all kinds. He identifies and highlights the significance of the key moments in the evolution of the modern world-system: the development of a capitalist world-economy in the sixteenth-century, the beginning of two centuries of liberal centrism in the French Revolution of 1789, and the undermining of that centrism in the global revolts of 1968. Intended for general readers, students, and experienced practitioners alike, this book presents a complete overview of world-systems analysis by its original architect.
This book is an invaluable key to self-understanding. Using examples from her own life and the lives of her clients, as well as from dreams, fairy tales, myths, films, and literature, Linda Schierse Leonard, a Jungian analyst, exposes the wound of the spirit that both men and women of our culture bear—a wound that is grounded in a poor relationship between masculine and feminine principles.
Leonard speculates that when a father is wounded in his own psychological development, he is not able to give his daughter the care and guidance she needs. Inheriting this wound, she may find that her ability to express herself professionally, intellectually, sexually, and socially is impaired. On a broader scale, Leonard discusses how women compensate for cultural devaluation, resorting to passive submission (“the Eternal Girl”), or a defensive imitation of the masculine (“the Armored Amazon”).
The Wounded Woman shows that by understanding the father-daughter wound and working to transform it psychologically, it is possible to achieve a fruitful, caring relationship between men and women, between fathers and daughters, a relationship that honors both the mutuality and the uniqueness of the sexes.
Three years before his death, Michel Foucault delivered a series of lectures at the Catholic University of Louvain that until recently remained almost unknown. These lectures—which focus on the role of avowal, or confession, in the determination of truth and justice—provide the missing link between Foucault’s early work on madness, delinquency, and sexuality and his later explorations of subjectivity in Greek and Roman antiquity.
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